Framing and assessing classroom opportunity to learn: the case of Mexico

Jensen, Bryant; Martínez, María Guadalupe Pérez; Escobar, Angélica Aguilar

doi:10.4324/9781351257169-8

Cited by 2 publications

(4 citation statements)

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“…Students in well-resourced schools perform well over a standard deviation higher on academic tests than those attending schools in rural, often migrant, communities. Whereas the quantity of schooling has greatly increased within historically underserved communities in Mexico, the quality of schooling for children and youth of migrant families by and large has not (Vegas and Petrow 2008; Jensen, Pérez Martínez, and Aguilar Escobar 2016).…”

Section: Discussionmentioning

confidence: 99%

“…It is problematic when several hundred thousand underprivileged adolescents perceive migration as an alternative to success in school — or as a solution to school failure or underperformance. Improving learning opportunities in under-resourced schools (Jensen, Pérez Martínez, and Aguilar Escobar 2016) could help manage future migration ambitions and minimize their effects on student effort and learning. Promising policies include research and development grants by the Secretaria de Educación Pública that target migrant communities, curricular enrichment to integrate the social realities of migration, teacher development programs to work more effectively with students from migrant families, and ongoing evaluations of social programs 8 designed to improve educational opportunities in low-SES and migrant communities (Giorguli et al 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, decision-making authority at the local level remains restricted. Many argue this is problematic due to vast cultural and socioeconomic diversity of enrolled students (Arnaut and Giorguli 2010), which continues to increase in Mexico with ongoing expansions in school access — the growing numbers of enrolled students from rural, low-income, and indigenous backgrounds (Schmelkes 2004; Solís 2010; Jensen, Pérez Martínez, and Aguilar Escobar 2016). Increases in school enrollment contribute to a more heterogeneous student population and, inadvertently, greater variation in school quality across Mexico (Schmelkes 2005).…”

Section: Learning In Mexican Schoolsmentioning

confidence: 99%

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International Migration and the Academic Performance of Mexican Adolescents

Jensen

Saucedo²,

Padilla

2018

International Migration Review

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We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration and that this relationship varies by family socioeconomic status. We also find that parent migration exposure negatively affects achievement for some groups. We interpret findings in terms of structural inequalities in Mexico and conclude with recommendations to enrich academic learning opportunities for children and youth within migrant families and communities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Learning In Mexican Schoolsmentioning

confidence: 99%

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International Migration and the Academic Performance of Mexican Adolescents

Jensen

Saucedo²,

Padilla

2018

International Migration Review

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“…More than what an individual teacher does, assisting students in learning to read comprises structures and processes from multiple actors (e.g., parents, policymakers, school leaders, students, curriculum developers) that converge in a classroom (Jensen, Pérez Martínez, & Aguilar Escobar, 2016). School structures include curriculum, instructional materials, school leadership, and professional development (Grabe, 2004; Woulfin & Gabriel, 2020).…”

Section: Teaching Reading Is Complexmentioning

confidence: 99%

Advancing the Science of Teaching Reading Equitably

Jensen¹

2021

Reading Research Quarterly

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Teaching Reading Is ComplexTeaching reading is an "outrageously complex activity" (Shulman, 1987, p. 11). Articles in Reading Research Quarterly's two special issue on the SOR identify various skills and capacities needed to read. The authors show how "reading is not a uniform activity but rather varies depending on purpose, skill, type of material, and con text" (Seidenberg, Cooper Borkenhagen, & Kearns, 2020, p. S121). Shaped by biological, behavioral, social, devel opmental, and cultural factors (Snowling & Hulme, 2005), models portray the act of reading with increasing complexity.Yet, "we know more about the science of reading than about the science of teaching based on the science of read ing" (Seidenberg et al., 2020, p. S121). Most models of reading are not pedagogical (Shanahan, 2020). Identifying the statistical significance of a cognitive skill in learning to read does not necessarily suggest that it should be taught or how. Debates about teaching phonological skill (e.g., Mathes & Torgesen, 2000) are illustrative of this. Models of reading " [do] not yet speak to what to teach, when, how, and for whom at a level that is useful for teachers" (Seidenberg et al., 2020, p. S121).Even SOR models that examine the meaning construc tion process among the reader, the text, and the teacher, such as Ruddell, Unrau, and McCormick's (2019) sociocognitive model, still focus on reading more than teaching reading. These models address a single reader rather than a class room of readers and do not account for the role of peer interactions (e.g., Palincsar, Brown, & Martin, 1987), cur riculum, lesson planning, classroom organization, affective support, questioning, personalized feedback, support mate rials, and myriad other factors that bear on teaching students to read in classroom settings (Grabe, 2004;Snow, Griffin, & Burns, 2005). Addressing the complexity of teaching read ing, Snow and Juel (2005) acknowledged that

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Framing and assessing classroom opportunity to learn: the case of Mexico

Cited by 2 publications

References 1 publication

International Migration and the Academic Performance of Mexican Adolescents

International Migration and the Academic Performance of Mexican Adolescents

Advancing the Science of Teaching Reading Equitably

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